Preservice Teacher Preparation Research Articles

Signature pedagogies of teacher education in physical education: a scoping review

ABSTRACT Introduction and purpose There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional learning of in-service teachers (ISTs) and teacher educators. This study entails a comprehensive scoping review covering the period from 2015 to 2023, encompassing studies within the broad field of teacher education in PE across international contexts, all examined through the perspective of Shulman’s, L. S. (2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59) concept of signature pedagogies. The purpose was two-fold: (1): to map the current literature on teacher education in PE (including PE-ITE and PE-CPD for both ISTs and teacher educators), and (2) to propose a preliminary shared language of signature pedagogies of teacher education in PE. Theoretical lens Signature pedagogies refer to the forms of teaching-learning that leap to mind when thinking about the preparation and ongoing learning and development of teachers (i.e. pre-service teachers, in-service teachers and teacher educators; Shulman, L. S. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59). Signature pedagogies are both pervasive and routine, cutting across topics and courses, programs, and institutions, and are described through three layers of structure – the surface, deep, and implicit. Method The research process was guided by a five-stage framework for conducting a scoping review. In line with the specific purposes articulated above, the research question guiding the review was: What is known from the literature on signature pedagogies of teacher education in PE? The search was restricted to articles published between 2015–2023. Both empirical and conceptual articles (i.e. those with data collection and those without) were included, provided the inclusion criteria were met. A total of 465 articles were included in the review, and the pedagogies identified from each article were co-constructed into themes/categories. Findings and discussion Three signature pedagogies of teacher education in PE across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. Subsequently, we explore the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in PE distinct from a pedagogy of teacher education more broadly. Conclusion and further research This study offers a preliminary shared language of teacher education pedagogies in the field of PE and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of PE. While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

Promoting Theory and Practice: A Year-Long Residency Program to Better Prepare Future Educators

A challenge frequently voiced in the field of teacher preparation is the divide between theory and practice. Specifically, university coursework is often viewed as “the theory,” with classroom teaching experiences in PreK-12 settings being considered “the practice.” One Teacher Preparation Program re-designed their program to address this divide and better prepare pre-service teachers (PSTs) for their futures as educators. To do this, the re-designed program included more authentic classroom experiences through the implementation of a year-long residency model and the creation of a residency-specific course. This article details how an English methods course and residency course were designed to support PSTs as they made connections to their residency experiences. In this way, PSTs majoring in secondary English Language Arts (ELA) education were immersed within middle and secondary ELA classrooms as residents, while simultaneously engaging in rigorous university coursework, which sought to promote educational theory and practice. Specific instructional approaches and assignments are shared, along with reflections on what was learned.

The preparation of supervisors through collaborative supervision: A narrative account

AbstractTeacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland

AbstractHistory education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict‐affected societies. However, its success is dependent on teachers taking risks to challenge entrenched ‘us versus them’ views of history. How does a student teacher in Northern Ireland grapple with risk‐taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity‐based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

Challenges for Pedagogical Effectiveness in an Ever-Changing Education Landscape: Conceptualisation of Pedagogical Mobility and Flexibility as a Context-Consciousness

The challenges to maintaining pedagogical effectiveness in an ever-changing education landscape not only turn focus on the professional development of teachers and their teaching practices but also emphasise the preparation of pre-service teachers and their skill development to practice pedagogical flexibility and mobility while focusing on context-consciousness [...]

Preparing teachers for critical global and democratic practice: shifting inquiries into the teaching of democracy and global citizenship in teacher education

AbstractThere is an ongoing and increasingly pressing need to prepare teachers and students for a still globalising world. Such work requires that we contemplate how we are preparing learners to think globally and embody critical practices of citizenship. Much work has been done in this space yet there is little work that focuses on teacher educators and their respective views of global citizenship education, the primary paradigm through which the global context and civic action converge. Recognising the important role that teachers play in this educational process and the evolving nature of the notions of citizenship and democracy, this project focuses on Initial Teacher Education (ITE) to understand how teacher educators envisage their roles in preparing pre-service teachers (PSTs) to teach about democracy in schools. To learn how teacher educators understand global citizenship education as part of their research and teaching, we undertook a small case study wherein we interviewed teacher educators to solicit their views of global citizenship education. Through a presentation of the voices of teacher educators, we argue that there is a pressing need for those working in global citizenship education to consider how to better support teacher educators to navigate what we argue are two consistent themes: (a) a complex and unclear conceptual terrain that teacher educators find themselves navigating and; (b) an ever increasing set of regulatory and institutional hurdles that make enacting critical global citizenship challenging.

Transforming Rural Teaching

This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers’ openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy.

Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers

Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.

Fostering computational thinking through digital storytelling: a distinctive approach to promoting computational thinking skills of pre-service teachers

AbstractThe present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program’s impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST’s CT skills for quantitative data collection. The qualitative data comprise the CT-integrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST’s CT skills after the training program. The qualitative findings show the PST’s perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.

Professional Development in Computational Thinking: A Systematic Literature Review

This paper presents a systematic literature review of professional development programs in Computational Thinking. Computational thinking (CT) has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K-12 classrooms until very recently. Thus, it is important to identify how educators and researchers address the challenges to prepare the next generation of students and what gaps persist in the current literature. We review existing work in this field from two perspectives: First, we analyze the learning outcomes, assessment methods, pedagogical approaches, and pedagogical tools used in the Professional Development programs in CT. Second, we examine how these programs assess the teachers’ knowledge and skills as outcomes. We used the technological pedagogical and content knowledge (TPACK) framework to characterize existing literature and identify possible gaps in the preparation of pre-service and in-service teachers in CT. Our results suggest that: (1) existing evidence is limited to developed countries; (2) many studies are only focusing on teachers understanding the concepts but do not explore how the participants evaluate or create learning activities; (3) no studies look into classroom observations as part of the program, which limits our understanding to how these programs work; and (4) most programs use block-based programming languages as the tool to develop student computational thinking. While block-based programming languages are used for introductory training programs, students are often expected to transfer their learning to more professional programming languages.

Observing Complexity in Teachers’ Choices: Preparing Preservice Teachers for Work-Integrated Learning

Although preservice teachers are familiar with classroom life, they are largely unfamiliar with teachers’ intentions and reasoning. Those completing a Postgraduate Certificate in Education (PGCE) have just one year to acquire new insights into teaching. This article investigates whether their school-based learning can be enhanced by preparing them to analyse the classroom practices of diverse teachers. A module used to augment work-integrated learning, Teacher Choices in Action, has introduced more than 70,000 South African preservice teachers to key choices that all teachers make. They see how diverse teachers enact these choices through guided studies of recorded lessons. We use Legitimation Code Theory to compare lesson observation reports written by 83 PGCE preservice teachers at the start and end of completing this module. Initially, most participants gave superficial descriptions of classroom activities with basic explanations of what teachers do and why. Afterwards, their reports contained more complex interpretations of teaching, with more connections between their lesson observations and insights from their coursework. Guided lesson study potentially empowers them to interpret prevalent teaching practices and consider pedagogic choices for their lessons more thoughtfully and systematically, regardless of their educational backgrounds. It may also address some concerns about vastly different mentoring that preservice teachers receive during the practicum.

Credit Hour Analysis of Adapted Physical Education Courses in Higher Education

Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.

The state of agricultural mechanics in the preparation of school-based agricultural education teachers

Agricultural mechanics is a primary subject area in school-based agricultural education (SBAE). Despite a high prevalence in SBAE, preservice and in-service SBAE teachers have frequently expressed concerns regarding teaching agricultural mechanics. Early 21st century research documented the characteristics of preservice SBAE teacher training in agricultural mechanics, although more recent studies have suggested that the agricultural mechanics training requirements have changed. This study sought to compare the agricultural mechanics preparation of preservice SBAE teachers between 2000 and 2021. A survey instrument was distributed to a representative of every institution with an undergraduate SBAE teacher preparation program in the contiguous United States, resulting in an 86.7% response rate. The results were compared to previous studies from 2000 and 2005. A reduction in the average number of required agricultural mechanics credit hours was found. Faculty perceptions of importance and preservice teacher preparation had increased slightly; however, deficits were found in all competency groups. Further research is warranted to determine the perceptions of preservice and in-service SBAE teachers regarding agricultural mechanics. Recommendations include that teacher educators evaluate current preparation methods for preservice SBAE teachers and provide professional development in the areas where the greatest training deficits were observed.  

A Two-Fold Approach in Investigating the Factors in Practice Teaching Experiences of Technology Livelihood and Vocational Education Preservice Teachers

Pre-service teacher preparation programs vary greatly across countries. The most important part of a teacher training program is pre-service teaching regarded as the element of teacher training that is most significant and influential. The study aimed to determine the constructs in practice teaching experiences of technology livelihood and vocational education preservice teachers. To accomplish the goal of this study, quantitative research design, using exploratory factor analysis was applied. In addition to employing the Principal Component Analysis (CPA), exploratory factor analysis was also utilized to determine the factor structure of the measure and assess its internal reliability. Nine preservice teachers participated in the qualitative phase of the study, and 153 preservice teachers participated in the quantitative phase using purposive and stratified random sampling techniques. The study revealed the presence of the five components which are themed in factor loadings identified as Implementing Teaching Method, Observing Time Management, Costuming Self-Evaluation, Accepting Feedback, and Battling with Adversities with the Accepting Feedback having the lowest results. The themed factor loadings had a weighted overall mean score of 4.3285, which means that it was always observed. The researchers suggested that teacher education programs help pre-service teachers overcome obstacles they face when teaching, reflect on their practice, and solve problems to prepare them better to transition to in-service teaching. A confirmatory factor analysis is suggested to confirm the study's result under investigation.

Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers post the COVID-19 pandemic

During the COVID-19 pandemic, teacher preparation programmes faced significant challenges as many universities transitioned to fully online or hybrid instructional models. These sudden shifts drastically decreased the opportunities for teaching in classrooms, which is now a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Thus, in mathematics education, visualisations are still used whenever possible to support teaching, inspire students and feed their need to see abstract mathematical facts. The present study examined the factors that impede the use of Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers during the COVID-19 pandemic, and how CVEs can be effectively integrated post-COVID-19 pandemic. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one Head of Department. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs during the COVID-19 pandemic was hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality, and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes after the COVID-19 pandemic, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.

Ready or Not: The Leadership Preparation of Preservice Teachers at Christian Liberal Arts Institutions

Ready or Not: The Leadership Preparation of Preservice Teachers at Christian Liberal Arts Institutions

Demystifying the Relationship Between Confidence and Critical Thinking in Mathematics among Preservice Teachers in West Philippines

<p style="text-align: justify;">Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.</p>

Working toward a place-based online pedagogy

ABSTRACT Online learner engagement research has risen internationally due to the COVID-19 pandemic, especially in relation to experiential learning. However, this research has focused on the use of technology to access learning about a particular place rather than consider the pedagogical potential of the places in which the learner is located. This study therefore considers the question: What is the pedagogical potential of place for online learners? The aim of the study is to scrutinise pedagogical practices that facilitate applied understanding of course concepts in a way that enables learners to contextualise learning in their unique locations. This paper analyzes recounts of experiences with place-based inquiry with online students in an initial teacher education course offered in regional Australia. The evidence presented suggests that place-based pedagogy enables students to see learning concepts at work in context, beyond the abstract. Further, contrary to expectations that the experience of place-based learning is diminished in an online environment, there might be advantages for the preparation of pre-service teachers in experiencing place-based inquiry in their own locales.

From Candidate to Professional

This paper focuses on the perceived preparedness of pre service teachers and their actual preparedness after teaching fulltime. Survey research was utilized to determine the preparedness and efficacy in the early years of teaching. This research will provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates. The paper concludes with suggestions that further studies can provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates.